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Culturally and Linguistically Responsive Teaching

The following selected resources provide information about culturally and linguistically responsive teaching for professionals working with children of diverse backgrounds. The selected publications include information about curriculum and teacher preparation.

Publications

  • Building Culturally and Linguistically Competent Services to Support Young Children, Their Families, and School Readiness (May 2004), by Kathy Seitzinger Hepburn, Georgetown University Center for Child and Human Development (GUCCHD), for the Annie E. Casey Foundation, provides guidance, tools, and resources to assist communities in building culturally and linguistically competent services, supports, programs, and practices related to young children, and their families. This resource is available on the Web at http://www.aecf.org/publications/data/cctoolkit.pdf.
  • Home Languages and Cultures in Early Care and Education Settings: A Positive Identity Development Perspective Using the Devereaux Early Childhood Assessment (DECA) Program (March 2004), by Ed T. Yonamine, published by the Early Childhood Education and Assistance Program (ECEAP), in the Washington State Department of Community, Trade and Economic Development, suggests that social experiences and daily interactions within group settings contribute to shaping a child’s efficacy, positive self-identity, and biculturalism. Five universal components of high-quality early care and education programs that reflect and support a child’s home language and culture include: (1) supportive interactions, (2) partnership with families, (3) activities and experiences, (4) daily program, and (5) environment. These universal qualities can be used to expand and identify specific strategies or activities to frame and promote early care and education programming that supports children to be bilingual and bicultural in the United States. These strategies are listed in five categories: (1) supportive interactions and nurturing relationships, (2) partnership with families/communities, (3) activities and experiences, (4) daily program and program design, and (5) environment. For additional information, contact ECEAP at 360-725-2830 or by e-mail at ECEAP_Admin@cted.wa.gov. 
  • Early Developments 2004: Diversity (Spring 2004), Volume 8 No.1, published by the Frank Porter Graham (FPG) Child Development Institute, highlights some of the work developed at FPG regarding cultural diversity and early childhood education. This resource is available on the Web at http://www.fpg.unc.edu/~ncedl/pages/products.cfm.
  • A World of Difference: Readings on Teaching Young Children in a Diverse Society (2003), by National Association for the Education of Young Children, presents a collection of 45 readings the continuing work on teaching young children in a diverse society. Together, the readings offer teachers, directors, and other early childhood professionals a survey of the present knowledge base as well as provoke thoughtful discussion on a wide range of issues (e.g., culture, language, religion, inclusion, socioeconomic status) with emphasis on building respect and understanding. The book is useful as a resource concerning how cultural differences affect what is appropriate for children at different points in development. The topics of this book include: (1) “Teaching in a Multicultural, Multilingual Society”; (2) “Forging a Caring Classroom Community”; (3) “Building Relationships with All Families”; (4) “Regarding Social Class and Family Circumstances”; (5) “Promoting Gender Equity, Respecting Gender Difference”; (6) “Creating an Inclusive Classroom”; (7) “Educating in a Religiously Diverse World”; and (8) “Growing as Culturally Responsive Educators.” A resource list and a set of questions that can be used to engage readers are provided.
  • Pursuing the Promise: Addressing Equity, Access and Diversity in After School and Youth Programs (July 2003), by California Tomorrow, examines equity, access, and diversity trends in the fields of after-school and youth development, as well as recommendations for programming, technical assistance, research and policy. It includes the voices of children, youth, program staff and directors, parents, policy-makers and community leaders, and highlights both challenges and promising strategies in the field. This report is a comprehensive reference for those who wish to use after-school programs to enhance the lives of all young people, families, and communities. This resource is available from California Tomorrow at 510-496-0220 or on the Web at http://www.californiatomorrow.org.
  • ZERO TO THREE: Culture and Caregiving: Goals, Expectations, & Conflict (May 2003), Volume 23 No. 5, this issue of Zero to Three explores tensions that occur as individual and group (or family and program) assumptions about child development and existing child-rearing practices meet face to face. The articles provide insights about ways in which families and program staff influence each other's caregiving goals and practices. A sample of the articles in this publication is available on the Web at http://www.zerotothree.org/ztt_professionals.html. To order a copy of the journal contact ZERO TO THREE at 800-899-4301 or on the Web at http://www.zerotothree.org/ztt_journal.html.
  • Our Roots, Our Future: Affirming Culture and Language in After School and Youth Programs (2002), by Jhumpa Bhattacharya, Ann Jaramillo, Lisette Lopez, Laurie Olsen, Amy Scharf, and Mona Shah, by California Tomorrow, contains inspiring stories of promising practices along with an exclusive set of practical tools and activities to support program reflection and development. Included are the moving voices of youth and an informative framework speaking to the importance of culture and language in the lives of young people. Find out about diversity trends in the field by reading the results of California Tomorrow's national survey of after school programs. Learn effective strategies for working with English Language Learners, and expand your capacity to support youth of color and young people of all cultures. To order a copy of this publication contact California Tomorrow at 510-496-0220 or on the Web at http://www.californiatomorrow.org/.
  • Skilled Dialogue Strategies for Responding to Cultural Diversity in Early Childhood (January 2003), by Isaura Barrera, Robert M. Corso, and Dianne Macpherson, presents a field-tested model for positive interaction called "Skilled Dialogue" that provides the social and linguistic tools for responding to cultural diversity. This resource can be ordered from Brookes Publishing Co. at 800-638-3775 or on the Web at http://www.brookespublishing.com.
  • "Understanding the Impact of Language Differences on Classroom Behavior" (2002), a What Works Brief No. 2, by R.M. Santos and M.M. Ostrosky, published by the Center on the Social and Emotional Foundations for Early Learning, is part of a continuing series of short, "how to" information packets on a variety of evidence-based practices, strategies, and intervention procedures, which are designed to help teachers support young children's social and emotional development. This brief highlights some of the typical problems a young child whose first language is not English may exhibit in an English-speaking classroom. This resource is available on the Web at http://csefel.uiuc.edu/briefs/wwb2.pdf.
  • Resource Guide: Selected Early Childhood Early Intervention Training Materials: Eleventh Edition (2002), by Camille Catlett, Pamela J. Winton, Anna Mitchell, published by Frank Porter Graham Child Development Institute, identifies and describes teaching, training, and staff development materials that assist trainers, supervisors, educators, and other personnel preparation decision-makers in designing quality preservice and inservice early childhood education experiences. The guide is divided into two sections, materials on instructional content and materials on instructional process. The section on instructional content provides annotated listings of materials addressing 14 early childhood education and intervention areas: assistive technology, diversity, early care and development, evaluation/assessment, family and professional collaborations, individual education plans (IFSP/IEP), inclusion, interagency collaboration, legislation, service coordination, specific populations, State planning and resource development, teamwork, and transitions. The section on instructional process describes resources that enrich the design of quality family and personnel preparation and development efforts. Each resource is described in the terms of title, author or editor, content description, cost, and contact information (as applicable). The appendices include title and author indices and a supplemental resource source list. This resource is available on the Web at http://www.fpg.unc.edu/~scpp/pdfs/rguide.pdf.
  • “What Early Childhood Educators Need To Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families” (2002), in Young Children Vol. 53, No. 6, by Patton O. Tabors, published by the National Association for the Education of Young Children, provides ideas for supporting second-language acquisition, working with parents of English language learners, and developing appropriate assessment methods.
  • Culturally Responsive Teaching: Theory, Research, and Practice (2000), by Geneva Gay, published by Teachers College Press, explores why students from different racial backgrounds who are successful in many contexts outside school are unsuccessful in school. The book attempts to answer the question and suggests ways in which minority student underachievement can be attenuated. The assertion is made that teaching needs to be responsive to a child's culture for it to be effective. A summary of the book is available on the Web at http://www.aaanet.org/cae/aeq/br/gay.htm. This book can be ordered from Teachers College Press by calling 800-575-6566 or on the Web at http://store.tcpress.com/0807739545.shtml.
  • Creating Highly Motivating Classrooms for All Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners (2000), by Margery B. Ginsberg and Raymond J. Wlodkowski, published by Jossey-Bass, is based on the dual notion that all students are motivated to learn and that the role of teachers is to encourage, elicit, and support the desire to learn. The book is drawn from a synthesis of research and literature on learning theories, cultural studies, and teaching practice to describe the components of a culturally responsive school and pedagogy. It also develops practical strategies for applying the "Motivational Framework for Culturally Responsive Teaching." This book can currently be ordered from Wiley Publishers by calling 877-762-2974 or on the Web at http://www.wiley.com/WileyCDA/WileyTitle/productCd-0787943304.html.
  • "Understanding and Negotiating Cultural Differences Concerning Early Developmental Competence: The Six Raisin Solution" (December 1999/January 2000), in ZERO TO THREE, by Vivian J. Carlson and Robin L. Harwood, describes a staff development model that is designed to help practitioners who work with infants, young children, and their families build more collaborative and effective cross-cultural relationships. The model presented has been tested with several groups of practitioners, including regular and special education early childhood teachers and paraprofessionals as well as physical, occupational, and speech/language therapists. The content of the training is based upon current cultural research and provides insight into cultural variations in parenting and describes culturally diverse pathways to developmental competence. This resource is available on the Web at http://www.zerotothree.org/ztt_journal.html.
  • Bilingual Children's Mother Tongue: Why Is It Important for Education? (1999), by Jim Cummins, University of Toronto, discusses the positive effects of bilingualism on children's linguistic and educational development. This resource is available on the Web at http://www.iteachilearn.com/cummins/mother.htm.
  • A Place to Begin: Working With Parents on Issues of Diversity (January 1999), by Dora Pulido-Tobiassen and Janet Gonzalez-Mena, published by California Tomorrow addresses issues of diversity. The people of the United States and especially California are growing more and more diverse (racially, culturally, and linguistically). Parents and professionals who work to support families have the potential to foster a generation that is able to live together in equity and harmony. The book suggests ways to recognize the differences within families, how they function, and their beliefs and expectations for their children. The principles and the core content of the book focus on responding to questions about how children see themselves within and outside their families. Ten quick ways to check for racism and sexism in children's books are listed, along with a list of books for young children on diversity. To order a copy of this book, contact California Tomorrow at 415-441-7631 or on the Web at http://www.californiatomorrow.org/.
  • Responding to Linguistic and Cultural Diversity: Recommendations for Early Childhood Educations (1995), by the National Association for the Education of Young Children (NAEYC), is a position paper that acknowledges and responds to the importance of a child's home language and culture in the education setting. This resource is available on the Web at http://www.naeyc.org/resources/position_statements/psdiv98.pdf.
  • "The Critical Importance of Cultural and Linguistic Continuity for Infants and Toddlers" (October/November 1994), in ZERO TO THREE, by Hedy Nai-Lin Chang and Dora Pulido, explores various strategies that ensure a child's caregiving environment is culturally and linguistically appropriate to his/her needs. Strategies discussed include using child care providers that share the child's cultural background, drawing on the cultural expertise of staff, developing cultural awareness and sensitivity, and rethinking the language of care. The article emphasizes the importance of continuity between the child's home and the caregiver's environment and states:
Children between birth and two years of age are in the midst of forming the core of their identity. They are just beginning to acquire preferences and beliefs. The development of this identity occurs in large part by incorporating the views held by the adults who care for them. If the views of those adults are negative and inconsistent with the values of the family and community, the impact on a child's sense of identity could be devastating. (page 1)

This article is available on the Web at http://www.californiatomorrow.org/files/pdfs/Cultural_Linguistic_Continuity.pdf.

  • The Framework for Curriculum Development, by Beverly J. Armento, by Washington Center, Washington Center for Improving the Quality of Undergraduate Education, Evergreen State College, discusses the various challenges and principles involved in developing a culturally responsive curriculum. This resource is available on the Web at http://www.evergreen.edu/washcenter/FrameworkCurriculum.htm.

National Organizations

The following national organizations provide resources to assist professionals in serving children and families with cultural and linguistic diverse backgrounds.

  • Early Childhood Research Institute on Culturally and Linguistically Appropriate
    Services (the CLAS Institute)
    University of Illinois at Urbana-Champaign
    61 Children's Research Center
    51 Gerty Drive
    Champaign, IL 61821
    800-583-4135
    World Wide Web: http://clas.uiuc.edu/

    The CLAS Institute identifies, evaluates, and promotes effective and appropriate early intervention practices and preschool practices that are sensitive to and respectful of children and families from culturally- and linguistically-diverse backgrounds. CLAS provides a number of publications that can be used by early childhood/special education practitioners to help them select culturally and linguistically appropriate materials. The CLAS Web site also has a database of materials describing culturally and linguistically appropriate practices for early childhood/early intervention services. The Web site is also available in Spanish.
  • National Association for Multicultural Education (NAME)
    733 Fifteenth Street NW, Suite 430
    Washington, DC 20005
    202-628-6263
    World Wide Web: http://www.nameorg.org

    NAME was founded to bring together individuals from all academic levels and disciplines and diverse educational institutions, and other organizations, occupations, and communities who have an interest in multicultural education. NAME believes that multicultural education promotes equity for all regardless of culture, ethnicity, race, language, age, gender, sexual orientation, belief system or exceptionality, and that multicultural education enables the individual to believe in his/her own intrinsic worth and culture. NAME provides publications and resources for working with culturally diverse children as well as links to other organizations committed to diversity in education.
  • National Black Child Development Institute (NBCDI)
    1101 15th Street NW, Suite 900
    Washington, DC 20005
    202-833-2220 or 800-556-2234
    World Wide Web: http://www.nbcdi.org

    NBCDI is dedicated to improving the quality of life for African American children and youth. NBCDI houses the African American Early Childhood Resource Center, a clearinghouse and networking hub for enhancing the diversity of early care and education leadership and improving the quality of early childhood education practices.
  • National Latino Children's Institute (NLCI)
    320 El Paso
    San Antonio, TX 78207
    210-228-9997
    World Wide Web: http://www.nlci.org

    NLCI develops materials to encourage expansion of child care and Head Start programs for Latino children and works for development of culturally and linguistically relevant materials and bilingual, bicultural professionals to work as teachers, translators, and child care providers.

Publishers

  • Brookes Publishing Co.
    Customer Service Department
    P.O. Box 10624
    Baltimore, MD 21285-0624
    World Wide Web: http://www.pbrookes.com/

    Brookes publishes textbooks, professional references, practical handbooks, curricula, assessment tools, family guidebooks, and videos in the following subject areas: early childhood, early intervention, inclusive and special education, developmental disabilities, learning disabilities, literacy, communication and language, behavior, and mental health.
  • Redleaf Press
    450 North Syndicate, Suite 5
    St. Paul, MN 55104-4125
    800-423-8309
    World Wide Web: http://www.redleafpress.org

    Redleaf Press is a division of Resources for Child Caring, a nationally recognized nonprofit (501(c)(3)) organization specializing in issues related to child care. Their mission is to advance quality care and education of children in their crucial early years. They offer a variety of services and programs that support child care professionals, parents, and diverse communities in nurturing young children. Readleaf Press materials are aimed at teachers with multiple levels of training. In addition Readleaf Press has a backlist of eleven unique children's books, all of which have four-color original artwork and are presented in English and Spanish. Redleaf Press has several publications on anti-bias, diversity, and culture.
  • Teachers College Press
    Teachers College Press
    1234 Amsterdam Avenue
    New York, NY 10027
    212-678-3929
    World Wide Web: http://www.teacherscollegepress.com/index.html

    The Teachers College Press publishing program seeks to open and expand the dialogue between theory and practice by looking at education, learning, and teaching in diverse ways; explore the tension between the academy and the public school; challenge assumptions that devalue the quality of the educational experience at all levels of schooling; and provide substantive resources for all of the participants in the education process (teachers, teacher educators, researchers, academics, administrators, school board members, policy-makers, parents, and students).

Updated March 2005

 
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